Students with intellectual disabilities must show significant deficits in both intellectual abilities and what other area?

Students with intellectual disabilities are characterized by significant deficits in both intellectual abilities and adaptive behavior. Adaptive behavior refers to the skills necessary for individuals to live independently and function effectively in everyday life. This includes practical skills such as self-care, communication, and social interaction, as well as conceptual skills like problem-solving and understanding social rules.

The diagnostic criteria for intellectual disabilities, as stated in the DSM-5 (Diagnostic and Statistical Manual of Mental Disorders), emphasize that deficits in intellectual functioning must be accompanied by limitations in adaptive functioning. This ensures a comprehensive understanding of the individual's abilities and needs beyond just their cognitive capacity. In contrast, while social skills may overlap with adaptive behavior, they are not viewed as a separate category required for diagnosing intellectual disabilities. Therefore, while social skills contribute to adaptive behavior, they are not the other area required by the diagnostic criteria. Additionally, physical health and participation in extra-curricular activities, while important, do not fall under the criteria for measuring intellectual disabilities.